<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-6442</journal-id>
<journal-title><![CDATA[Estudios sociológicos]]></journal-title>
<abbrev-journal-title><![CDATA[Estud. sociol]]></abbrev-journal-title>
<issn>2448-6442</issn>
<publisher>
<publisher-name><![CDATA[El Colegio de México A.C., Centro de Estudios Sociológicos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-64422019000100099</article-id>
<article-id pub-id-type="doi">10.24201/es.2019v37n109.1660</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tendencias en la desigualdad de oportunidades educativas en Uruguay]]></article-title>
<article-title xml:lang="en"><![CDATA[Trends in Inequality of Educational Opportunities in Uruguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo Politi]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menese Camargo]]></surname>
<given-names><![CDATA[Pablo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>37</volume>
<numero>109</numero>
<fpage>99</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-64422019000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-64422019000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-64422019000100099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo estudiamos los cambios en la desigualdad de oportunidades educativas (IEO, por sus siglas en inglés) asociados a la clase de origen, en el marco de la expansión de la escolarización en Uruguay, para las cohortes nacidas entre 1942 y 1987. Modelamos la IEO: i) sobre los logros educativos con base en modelos log-lineales y log-multiplicativos, y ii) sobre las transiciones (Mare models). Nuestros resultados sugieren: i) que la expansión de la escolarización, mayor en las clases bajas e intermedias, no supuso sin embargo una reducción clara de la IEO en términos agregados; ii) de hecho, la IEO se incrementó para las mujeres, especialmente entre las hijas de las clases medias y de las clases trabajadoras, mientras que para los varones, la evidencia es congruente con la hipótesis de IEO persistentes; iii) durante el periodo analizado, la IEO se trasladó hacia las transiciones educativas más avanzadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, we explore whether educational expansion in Uruguay led to a decrease in inequality of educational opportunities (IEO) based on social class, for cohorts born between 1942 and 1989. We model IEO on: i) educational outcomes, using log-linear and log-multiplicative models and; ii) educational transitions (Mare models). We conclude that: i) educational expansion was greater for the working and the middle classes but had no clear impact on IEO over the whole population; ii) IEO actually increased for women, especially between those born to the middle class and those with working class origins whereas, for men, our evidence is consistent with the hypothesis of persistent inequalities; iii) for more recent cohorts, IEO appear to have moved forward from lower to higher educational transitions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[oportunidades educativas]]></kwd>
<kwd lng="es"><![CDATA[desigualdades persistentes]]></kwd>
<kwd lng="en"><![CDATA[educational opportunities]]></kwd>
<kwd lng="en"><![CDATA[persistent inequalities]]></kwd>
</kwd-group>
</article-meta>
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